The difference between theoretical value and actual classroom use by 32 teachers of gifted (GT) elementary students of materials, activities, and evaluation forms considered suitable for gifted children was investigated. Seventeen present or former GT teachers rated the survey items on a theoretical basis. Fifteen teachers presently working in GT programs rated them on the level of their actual classroom use. A significant difference in the mean ratings of items between theoretical value and actual use was found for a number of items. The materials used in GT programs most often appeared to be those used most often with children in general. A gap in ratings between theoretical values and actual classroom use was consistently found for materials, activities, and evaluation devices. Participants also responded to items regarding their teaching strengths, weaknesses, competencies, and needs, as well as the types of assistance desired from state and local education agencies. The survey concluded with questions on topics felt to be important in GT teacher education. (Author/CL)